- TAEASS403A - Participate in assessment validation
Participate in assessment validation
This unit typically applies to assessors participating in assessment validation. It does not address leading the validation process.
Elements and Performance Criteria
1. Prepare for validation
1.1. Discuss and confirm the approach to validation according to defined purposes, context, and relevant assessment system policies and procedures
1.2. Analyse relevant benchmarks for assessment and agree on the evidence needed to demonstrate competence
1.3. Arrange materials for validation activities
2. Contribute to validation process
2.1. Demonstrate active participation in validation sessions and activities using appropriate communication skills
2.2. Participate in validation sessions and activities by applying the principles of assessment and rules of evidence
2.3. Check all documents used in the validation process for accuracy and version control
3. Contribute to validation outcomes
3.1. Collectively discuss validation findings to support improvements in the quality of assessment
3.2. Discuss, agree and record recommendations to improve assessment practice
3.3. Implement changes to own assessment practice, arising from validation
planning skills to participate in validation activities within agreed timeframes
problem-solving skills to identify information that is inconsistent, ambiguous or contradictory
evaluation skills to:
determine evidence requirements from competency standards
review assessment process, methods and tools
review collected evidence
communication skills to share information in validation meetings
how to interpret competency standards and other related assessment information to determine the evidence needed to demonstrate competence, including:
criterion-referenced assessment as distinct from norm-referenced assessment
various reasons for carrying out validation and the different approaches to validation that may be appropriate before, during and after assessment
critical aspects of validation, including validation of assessment processes, methods and products
relevant OHS legislation, codes of practice, standards and guidelines, impacting on assessment
legal and ethical requirements of assessors, particularly in relation to validation activities
principles of assessment
rules of evidence
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
actively participate in a minimum of two validation sessions or meetings which, in combination, address the critical aspects of validation using different validation approaches and activities
clearly explain purposes of validation and the legal and ethical responsibilities of assessors
collate documentation relating to validation process in a logical manner
demonstrate communication and liaison with relevant people
provide feedback and interpret documentation in validation sessions
record contribution to validation findings.
Context of and specific resources for assessment
Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Assessment must ensure access to:
assessment reports and records
other documentation relevant to validation.
Method of assessment
Guidance information for assessment
For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Assessment system policies and procedures may include:
rationale and purpose of competency-based assessment
assessment records, and data and information management
recognition of current competency, recognition of prior learning and credit arrangements
assessment reporting procedures
candidate grievances and complaints
evaluation and internal audit
costs and resourcing
access and equity, and reasonable adjustment
links with human resource or industrial relations system
links with overall quality management system.
Benchmarks for assessment:
refers to criterion against which the candidate is assessed
may be one or more units of competency or assessment criteria of course curricula.
Materials may include:
samples of collected evidence
documentation outlining the basis of assessment decisions
reports and records of assessment decisions
samples of benchmarks of appropriate evidence
Assessment Guidelines of the relevant training packages
information from the evidence guide of the relevant units of competency.
Validation activities may include:
analysing and reviewing:
assessment decisions and records of assessment outcomes
other aspects of assessment policies, processes and outcomes
recording evidence of validation processes and outcomes.
Participation may include comparison and evaluation of:
interpretation of units of competency
assessment methods and tools
This unit contains employability skills.